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DOI

10.14221/ajte.2014v39n9.9

Abstract

The pre-service programs delivered in Australian teacher education institutions are expected to graduate students who meet externally determined standards, including standards in literacy, numeracy and information and communication technology. These programs are also expected to educate future teachers in professional knowledge and practice, as well as prepare them to engage in professional learning continuously throughout their careers. This paper reports on the first phase of a project that investigated the literacy, numeracy and ICT demands of assessment tasks across the four years of the Bachelor of Education (Primary) program at a regional university.

Link to publisher version (DOI)

10.14221/ajte.2014v39n9.9